- [Narrator] Ready to learn?

- Hi.

- [Narrator] It's time to share a story.

- Shhh.

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Somewhere ♪ - Play, and so much more.

- Cupcake.

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

[upbeat music] - [Narrator] Funding for this program was provided by the JPB Foundation.

[upbeat music] - Hi friends.

My name is Zina Pasquale, and I am an early childhood educator, and have been one for many, many years.

This year I am teaching remotely from my home to children who are in their homes.

Right now you're in my classroom that's in the basement of my home.

So welcome to Ms. Pasquale's classroom.

I'm going to read to you today a book that I have here that is going to help us learn different facts about construction vehicles, as well as a very special project that these vehicles are working on.

And you're going to be part of the whole process.

So let's look at the cover of the book.

Pictures give us lots of clues.

Words give us clues, too.

So first we're going to look at the title of the book.

What do you notice?

You're right.

You see many different colors in the letters.

You do.

And what do you notice?

Yes, there's a ball attached here.

That is a letter.

So, let's read this.

It says "Dump "Truck "Disco."

So you're right, that ball is pretending to be an o.

That's right.

Disco.

When Ms. Pasquale hears the word disco, I think of dancing, a genre of music that I used to dance to many, many years ago.

And it reminds me of a disco ball that used to be on the dance floor with many different colors and lights that would flash while we would dance to different beats of music.

So I'm wondering if these trucks and different construction vehicles are going to dance to the music.

Guess we're gonna have to find out.

Now let's look at this truck and this truck and this truck.

What do you notice?

You're right.

You see eyes.

You actually see smiles, teeth.

There's a face.

So in this story, these trucks are going to pretend to be people and take on characteristics of people, which has a big word called personification.

So they're gonna pretend to be people, and they have an important job to do.

So right now we're gonna look here, and here and here.

We see different vehicles.

This vehicle is holding that disco ball.

And it does have a crane.

And here, what do you notice here?

You're right.

There's a flatbed.

That's called a dump truck.

And here?

She's the garbage truck.

And in the back of the book, we have more vehicles.

You see a big extended arm.

That's called an excavator.

And she has a special attachment because she pulls and hauls things away.

And here this truck, as well, has a special job to do.

So we're gonna find out the different names of the trucks as we read the story, and what are they going to do?

Let's find out.

"Dump Truck Disco," written by Skye Silver, illustrated by Christiane Engel.

Everything was quiet.

Everyone's asleep.

But giant wheels are rolling softly up the street.

Dump Truck Daisy has come out with her crew.

She's got a secret project.

What's she going to do?

She's flashing her lights, you're right.

And there's lots of lights because it's at night.

Oh.

Lights blink on.

Engines go vroom.

It's the dump truck disco, zoom, zoom, zoom.

So they are going to put lights on, and they're going to have music.

Garbage Truck Gertie clears away the trash with a shove and a push And a heave and a crash.

Shhhhhh.

Why do you think they're saying shhh?

You're right.

'Cause they're working at night when everyone's sleeping.

I wonder what they're going to do.

So she's taking away the garbage, 'cause that's what garbage trucks do.

And Dump Truck Daisy hauls in the dirt and dumps it on the ground, then signals the alert.

Lights blink on.

Engines go vroom.

It's the dump truck disco, zoom, zoom, zoom.

Can you try that with me?

One, two, three.

Lights blink on.

Engines go vroom.

It's the dump truck disco, zoom, zoom, zoom.

Good job.

I heard that.

You did that well.

Bulldozer Beatriz levels out the ground.

She boogies and she woogies but tries not to make a sound.

Look at her vehicle and her attachment, how she's able to use that to level out the ground.

And here comes Excavator Esteban.

He's digging a big hole.

Scoop, scoop.

Beep, beep.

Now they're on a roll.

Lights blink on.

Engines go vroom.

It's the dump truck disco, zoom, zoom, zoom.

Good job, again, saying that with Ms. Pasquale.

Oh, here comes another construction vehicle.

What do you see?

That's right.

This is called a mixer.

His name is Mixer Max, pumps a concrete base, while Tractor Tiana drags poles into place.

So they're mixing all that cement, and then the poles are going to go in there.

Look at all those beautiful colors.

I wonder what they're making.

Let's look at the picture.

Any clues, yet?

Hmmm.

Let's see.

Kazuo Crane lifts equipment up high and lowers it back down beneath the starry sky.

So look how the crane has a special, long, long, long attachment, which is a crane.

And it is, has a hook here.

And it's lifting that up.

I wonder where he's going to put that.

Look so close, what do you see?

Mmmhmm.

It looks like an awning and there are some benches.

I'm wondering what they're making.

Let's keep reading and find out.

Here we go again.

Lights blink on.

Engines go vroom vroom.

It's the dump truck disco, zoom, zoom, zoom.

The moon has set.

It's almost morning.

Dump Truck Daisy whistles out a warning.

It's time to clean up.

It's time to go away.

It's time for children to come along and play.

What has it become?

Ah, you see slides.

You see stairs, an awning.

That's right.

You're thinking what I'm thinking?

It's a playground.

It's becoming a playground.

Who's gonna play there?

Let's find out.

Lights blink off, this time.

Wheels stop spinning.

The crew heads home.

A new day is beginning.

We all wake up and find a big surprise, a brand new playground right before our eyes.

We slide and swing.

We jump and spin.

Let the all day playground party begin.

Look at that.

Wow.

Look at these different places that they have in here.

Look at those kinds of swings.

Did you ever ride in a swing like that before?

I never did.

There's a quiet place here for you to relax.

And there's a place to pretend and bridges and slides.

Wow.

Faces light up.

We all go vroom.

It's an all day playground party.

Zoom, zoom, zoom.

How exciting that these children are so lucky to be there to play.

And we head home at last, as the sun goes down.

Dump Truck Daisy is back in town.

Her crew is searching for another secret site.

What do you think they're going to build tonight?

You're right.

They're going to find another place to build another playground.

And that's what they're doing.

And there's all those wonderful construction vehicles that we saw in the story.

And they all have an important job to do.

Now let me ask you, if you were able to be at that playground, what would you have gone on?

What would you do?

When you go on a playground, what's your favorite thing to do?

Ms. Pasquale wrote a sign here that says my favorite thing to do on the playground is.

So you can write about that.

Or you can draw a picture about what your favorite thing to do on the playground.

You can use a pencil.

You can use markers.

You can use crayons.

Whatever you think would work.

So thank you for reading with me today.

I hope you liked the story, "Dump Truck Disco."

Have a good day.

Bye friends.

- Hi movers and shakers.

This is Violet, and I'm gonna sing one of my favorite songs, "Head Shoulders Knees and Toes."

And my friend Nico is going to join us and sing some in Spanish as well.

You can sing in whatever language you want.

Can you stand up straight?

Or sit up straight and get ready to dance and move with me?

All right.

♪ Head shoulders knees and toes ♪ ♪ Knees and toes ♪ ♪ Head shoulders knees and toes knees and toes ♪ ♪ Eyes and ears and mouth and nose ♪ ♪ Head shoulders knees and toes knees and toes ♪ [singing in Spanish] ♪ Eyes and ears and mouth and nose ♪ ♪ Head shoulders knees and toes knees and toes ♪ Thanks, everyone.

[upbeat music] [snapping] - Whoa.

Hi friends.

I didn't see you there.

My name is Isabel and welcome to my learning corner.

Today we are going to be blending sounds to make words, and we're going to be using some very special letters.

The letter o, which says, ah.

The letter h, which says huh.

Right.

And the letter l that says, lll.

We're gonna be using those letters to build words, read words, and even write words.

So are you ready?

Yay!

Let's get started.

Our first activity is going to be a phonemic awareness activity.

Those are activities where we're really listening to all the sounds we hear to make words.

So I think we're gonna have to warm up our ears.

Are you ready?

[whistle whistling] Good.

Now we're ready.

I am going to say sounds.

You're gonna repeat after me, and then we're gonna put them together and say the word.

Let's try it.

The first sounds are sss a fff.

Can you repeat that?

Good job.

Safe.

Okay, let's try another one.

Huh, i.

You're turn.

Hi, hi.

Let's try one more.

Huh, ah, puh.

Hop.

[spring boinging] Yes.

Okay, now we're going to take that skill we were just practicing and use it in a song.

This song is called "Down by the Bay."

And I am going to sing and come across some words that you need To help me with.

Are you ready?

If you don't know the words to the song, you can snap with me [snapping].

And if you do, you can sing with me.

Let's go.

♪ Down by the bay ♪ ♪ Where the watermelon grows ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ Did you ever see a ♪ - Kuh, ah, tuh.

Cat.

♪ Wearing a ♪ - Huh, ah, tuh.

Hat.

♪ Down by the bay ♪ You did a great job.

Help me again.

♪ Down by the bay ♪ ♪ Where the watermelon grows ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ Did you ever see a ♪ - Buh, e. Bee.

♪ Going out to ♪ - Sss, e. Sea.

♪ Down by the bay ♪ Good job.

One more time.

♪ Down by the bay ♪ ♪ Where the watermelon grows ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ Did you ever see a ♪ - Fff, ah, x?

Fox.

♪ Sitting on an ♪ - Ah, x. Ox.

♪ Down by the bay ♪ - Great job.

Now we're going to use everything we know about letters and the sounds they make to build some words.

Now that we're all warmed up, let's build some words together using our special letters of the day.

The first word we are going to build is the word hot.

So hot.

Can you say that word?

Exactly.

Now, I would like you to try something with me.

Let's tap the word out together.

Let's say all the sounds we hear.

Huh, ah, tuh.

Hot.

Now, let's match the sounds to letters.

Huh.

Did you think that?

Ah.

Another special letter of the day.

Tuh.

Huh, ah, tuh, hot.

Let's try another word.

The next word is hog.

Can you say that word?

A hog is another word for pig.

Okay, hog.

Huh, ah, guh.

Hmmm.

Huh, ah.

Our last letter has to change.

What could it be?

[spring boinging] That's right, the letter g. Hog.

Let's try one more word.

The next word is log.

Great job repeating after me.

Let's tap that word out together.

Lll, ah, guh.

What should we see?

Go ahead, tell me.

Yes.

Absolutely.

Excellent.

Log.

Now let's use everything we've been learning about letters and sounds to read words and sentences.

Let's go.

Okay, now we are going to practice reading, quickly and accurately, which means correctly.

We are going to tap and say each word, and then we're going to read it quickly.

Okay?

So we'll do each line two times.

Are you ready?

Great, let's go.

Huh, ah, tuh, hot.

Lll, ah, tuh, lot.

Lll, ih, tuh, lit.

Lll, ih, puh, lip.

Huh, ah, tuh, hat.

Hot, lot, lit, lip, hat.

Let's start the next line.

Huh, ah, duh, had.

Huh, ih, duh, hid.

Huh, ih, mmm, him.

Lll, ih, duh, lid.

Mmm, ah, mmm, mom.

Had, hid, him, lid, mom.

Great job.

Fff, ah, guh, fog.

Ruh, ih, guh, rig.

Fff, ah, nnn, fan.

Fff, ih, guh, fig.

Ruh, ah, guh, rag.

Fog, rig, fan, fig, rag.

Tuh, ah, puh, top.

Sss, tuh, oooo, a blend.

Sss, tuh, ah, puh, stop.

Sss, lll, ah, puh, slap.

Lll, ah, puh, lap.

Top, stop, slap, lap.

Ready for your sentence?

Pop sss ih tuh, sss, sits on a cot.

Let's read that one more time.

Pop sits on a cot.

Did the fff, an, fan, sss, tuh, ah puh, stop?

Did the fan stop?

Great job reading.

Now we're going to take a few minutes and write some words.

So if you could please ask a trusted adult for a pen or something to write with and a piece of paper or something to write on, then you can come right back here, and we're going to do some dictation.

While you're doing that, I am going to sing one more verse of down by the bay.

Are you ready?

♪ Down by the bay ♪ ♪ Where the watermelon grows ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ Did you ever see a ♪ - Guh, oh, tuh.

Goat.

♪ Rowing a ♪ - Buh, oh, tuh.

Boat.

♪ Down by the bay ♪ Yay and you're ready.

So, let's get started.

Now we're going to write some words.

I will say a word, you will repeat the word, and then I'm going to tap on my fingers.

If you're more comfortable tapping on your arm or chopping out the sounds, you can do that instead.

The first word is hop.

Good job.

Let's tap that out together.

Huh, ah, puh.

Now, let's sound out the word as we write it.

Huh, ah, puh.

Did you write the word?

Huh, ah, puh.

Is that what you wrote?

Yes, good job.

Let's try another word.

The next word we are going to be writing is top.

Tuh, ah, puh.

You go ahead and write it.

Tuh, mmhmm.

Ah, mmhmm.

Puh.

Great job.

This is what you wrote.

I saw you.

Tuh, ah, puh.

Top.

You did a great job today, friends.

You blended sounds to make words.

You built words with me.

You read words with me with our very special letters.

L that says lll.

Huh, h, that says huh.

And the o.

The short sound is ah.

And then we wrote words, too.

I hope you had fun.

I did, too.

[upbeat music] - Hey friends at home.

You know, before we had to stay inside so much I used to take the train everywhere.

I live in New York City, and the subway, that's what we call our local train, used to take me so many places and to see so many people, Now, though, I've been riding my bike more because it's a safe way to get around.

Did you know that a bike is a type of transportation vehicle?

Just like trains, cars, buses, and planes.

What transportation vehicle do you use to get around?

I wonder how Lily's been getting around lately.

Let me call her and find out.

Lily.

Lily.

Lily.

- Hi, Omar.

What's going on, friend?

- Hi Lily.

I was just talking to our friends at home about the transportation vehicles that we use to get around.

Lately I've been riding a bike a lot.

How have you been getting around?

- Well, you know what?

I just took a great scooter ride.

I loved riding by the East River, and especially when that foot hits the pavement and I zoom forward.

It's just so fun.

- Well, Lily, you know how your scooter moves so quickly, right?

It's because of the round wheels that keep it rolling.

- Oh yeah.

And you know, when I look at a wheel, I see that the face is a circle.

There are so many shapes in the world around us.

And I think there are a lot of shapes in transportation vehicles.

- Hmmm, shapes in our vehicles.

Can you tell me more?

- Hmmm, well, let me show you this photo of a train.

I see some shapes here.

Do you see any rectangles?

- Huh, yeah, now that you mention it, Lily, I do see that the window of front is a rectangle.

- Oh yeah, it is.

Oh, and those black vents in the back and near the front, those are rectangles, too.

- Yeah.

[train bell ringing] And because it's a train, I know there are some circles under there, for the wheels.

- I bet you're right, Omar.

- Lily, this has me thinking.

We could make this into a game, but in reverse.

- What?

How would we do that?

- Well, we'll each build a transportation vehicle using shapes.

Part of the game will be a guessing game.

You'll need to describe the shape you're thinking of so your partner can guess it.

And it's important to be clear in how you talk about the shapes.

The clearer and more precise we are, the easier it is to guess.

- Oh, so I'm thinking of a shape that's purple with polka dots.

- Well, not quite.

The clues need to tell me something about what makes that shape that shape.

So if you're describing a circle, like this one, you could say that it's perfectly round.

[gentle music] Okay, let me show you some of the other shapes that I have.

I have this rectangle.

The rectangle has four sides and four right angles.

Or we can call those square corners.

And the opposite sides of the rectangle are the same length.

I also have a triangle.

This shape has three straight sides.

[gentle music] - Omar, is this a triangle, too?

It looks kind of different than that triangle.

- Yeah, it is a triangle.

As long as the shape has three straight sides, it's a triangle.

- It does.

- Okay, I have some more shapes for you, Lily.

This is a trapezoid.

A trapezoid has four straight sides, but only one set of parallel lines.

See how these sides look like train tracks, and these don't?

That means the only these sides are parallel.

The lines will never cross.

[gentle music] Okay, and the last shape I have, Lily, is a square.

A square is a special type of rectangle.

It's a rectangle because it has four sides and four right angles.

What makes it a special rectangle is that all the sides are the same length.

[gentle music] - Ooo, I am so excited to build with all of these shapes, Omar.

- Okay, I'm excited, too.

I'll go first.

I'll get us started, And friends out there, as we describe each of the shapes, you can look at these shapes and try to figure out which one we're describing.

And as your partner guesses the shapes, one by one, we'll start to see how they fit together to make transportation vehicles.

Okay, okay, Lily.

The first shape, the shape that I'm thinking of is a shape that has no sides.

- Hmmm.

A shape with no sides.

[upbeat music] - Let me give you another clue, let me give you another clue.

This shape that I'm thinking of is perfectly round.

- Oh, the circle.

[upbeat music] - Yes, it's a circle.

Let's see how it fits on the transportation vehicle.

[upbeat music] Oh, and there are two of them.

- There are.

- Okay, let me give you another shape.

This shape that I'm thinking of has four sides.

[upbeat music] - A square?

- Interesting you say that.

So this shape that I'm thinking of, it's related to a square, but not all of its sides are the same length.

[buzzer buzzing] [upbeat music] - A rectangle.

- Yes, that's right.

Let's see how it fits.

[upbeat music] - Oh.

- Can you guess, Lily?

Can you guess what vehicle it might be?

- Omar, I'm wondering if it's a bus.

- Yes, it is a bus.

[upbeat music] Ooo, and it has nice windows.

- Ooo.

- Oh, Lily, it's speeding off.

Hop on, fast.

[bus engine whirring] - Make sure you hold on, Omar.

It's a bumpy ride.

- Next stop, 42nd Street.

- Omar, that's our stop.

Time to get off.

- Let's go, quick.

[wheels squealing] - I loved riding on that bus with you, Omar.

Okay, are you ready?

I have a vehicle I'm going to build.

- I'm ready.

- All right.

My first shape has four sides, but only one set of sides are parallel.

That means only one set of sides looks like train tracks.

[upbeat music] - A trapezoid.

- You're right, it is a trapezoid.

Let's see how it fits.

[upbeat music] All right, are you ready for my next shape?

- I'm ready.

- Okay.

This next one has three straight sides.

[upbeat music] - A triangle.

- You're right, it is a triangle.

Let's see how it fits.

[upbeat music] Omar, do you know what it is yet?

- Huh, I don't think so.

- Okay, let me give- - Can you give me another shape?

- Yeah, that'll help me guess.

- Will do.

Great, okay.

This next shape has four straight sides, four square corners, and the opposite sides are the same length.

[upbeat music] - A rectangle.

- You're right, it is a rectangle.

Let's see how it fits.

[upbeat music] - Oh, Lily.

I can see it.

I can see the vehicle.

It's a car.

- You're right, Omar, it is a car.

[upbeat music] - And those circles, those are the wheels.

- Yes.

[upbeat music] Omar, let's go for a car ride.

- Come on, let's get in.

My trusted adult will take us anywhere.

- Getting in the back seat.

[car engine revving] - Omar, it's so fun to ride in this car with you.

- Oh, it's so fun to go for a ride.

Let's look out the window and see what's going on.

- Okay.

[car engine revving] Omar, what do you see out your window?

- I see cows and an elephant.

- What?

- What do you see out of your window?

- Wow, I see a marching band.

Oh, and look at that huge trombone.

- Lily, I think we're getting close.

I think it's time to get out.

[car wheels squealing] - Okay.

[car door clicking and slamming] [car door clicking and slamming] - Oh that was a fun car ride.

- Okay, Lily, I have another transportation vehicle in mind.

And, Lily, this is a vehicle that you know I like a lot.

Are you ready?

- I am.

- Okay, the shape I'm thinking of has three sides.

[upbeat music] - Definitely a triangle.

[upbeat music] - Yep, let's see how it fits.

[upbeat music] - Oh.

- And there are two triangles, that when connected, make a rhombus.

- I love rhombuses.

- Okay, I have another shape for us.

This next shape that I have in mind has four sides and four right angles and the sides are the same length.

[upbeat music] - I think it's a square.

- Yes, it's a square.

Let's see how it fits.

[upbeat music] Lily, can you tell what it is yet?

- Is it a rocket ship to outer space?

- Well, sometimes when I'm on this vehicle I do move like I'm on a rocket ship.

Let me show you another important shape.

A shape that really helps this vehicle move.

The shape that I'm thinking of is perfectly round.

[upbeat music] - It's a circle.

[upbeat music] - Yes, it's a circle.

Let's see how it fits.

[upbeat music] - Omar, I think that is a bicycle.

- Yes, you're right.

Let's go for a ride.

[upbeat music] Don't forget your helmet.

[upbeat music] - Where are we headed, Omar?

- The park by your house.

Meet you there.

- Okay.

[upbeat music] Ooo, I see you ahead of me, but slow down, Omar.

My bike has training wheels and it takes time to catch up.

- Okay, I'll slow down.

But get ready, Lily, there's a big bump coming up.

[intense music] - Oh, we made it.

I'm getting exhausted, though, Omar.

- Okay, let's get off.

Let's take a break.

[upbeat music] - Ooo, Omar, that was so fun.

I loved making vehicles and transportation vehicles out of shapes with you.

- Me, too.

It was so fun.

And friends at home, if you wanna play, find shapes and put them together and see what vehicles you can make.

If you wanna make it a guessing game like we did, hide your image and describe your shapes one at a time to your partner.

Slowly build the image as your partner guesses the shapes and see how quickly they can figure out what the transportation vehicle is.

- So fun.

I will definitely be making more transportation vehicles today.

And thank you so much friends out there for playing along with us.

Remember, math is all around you.

Go see what math you can find today.

Bye, Omar.

Bye friends out there.

- Bye, Lily.

Bye everyone.

[upbeat music] - Hi friends.

My name is Cassondra Easterling and I am a universal literacy reading coach at PSMS46 in Harlem.

And I have my friends, Noel and Emery with me today, And they would like to say hi.

- Hi.

- Hi.

- Today we are going to be talking about one of our five senses.

So to start off with, let's think about what our five senses are.

So friends at home, can you help us think of one of the five senses?

Can you help us, Noel and Emery?

- Seeing.

- Okay, sight, good.

What's another one?

- Hearing.

- Hearing.

- Okay, hearing, good.

- Smelling.

- Smelling.

- Smell, okay.

- Taste.

- Taste.

- Taste.

And?

- Touch.

- Touch.

- Touch.

Excellent.

Great job.

Did you think of those five senses everyone at home?

- Yep.

Great job.

- Yes.

- So today we are going to be talking about the sense of touch.

And we use our skin to help us with our sense of touch.

So for this experiment, we have a touch box.

Now a touch box helps us to focus on our sense of touch, because all of the items that we are going to be using for our experiment are inside of the box, where we cannot see them, we cannot smell them, we cannot hear them, we cannot taste them, but we can touch them, because we can put our hand inside, and we can touch the items to help us identify the items.

So in order to make the touch box, you will need a box and a pair of scissors.

You would have to have a trusted adult at home cut a circle in the box for you, big enough for you to put your hand inside of.

And then you want to cover up the hole with some paper.

And I put some cuts in the paper so that you can still reach your hand in but you cannot see inside of the hole.

All right, so that is how you make your touch box.

And then you just get some items from around your house and you put them inside of the box.

You would have to ask an adult at home to make sure it is okay to use the items, but as long as it is okay, you put them inside of the box, and you're ready for your experiment.

Now while we do our experiment, we are going to using a science journal.

A science journal is a great way to record the information that you learn as you do your experiment.

So we have recorded our materials.

We already went through most of those.

And then the only other thing is a pair of gloves.

We're also going to be using gloves for this experiment.

Then we do our hypothesis.

A hypothesis is when we think about what we think will happen during the experiment.

And then next we're going to be recording our observations.

For this experiment we are going to be doing two different things.

We are going to try to identify some household items using our sense of touch, just how we usually do, using our skin to help us identify the items in the box.

And then we are going to look for those same items, but we are going to be wearing a pair of gloves.

Now the pair of gloves will cover up your skin and cut down on the amount of touch information that your brain is receiving from your hands.

So let's think about a hypothesis.

Let's think about what you think might happen in this experiment.

When we're looking for the items with our hands, just how they usually are, and then when we are looking for the items with a pair of gloves over our hands.

And we are going to record our hypothesis right here.

If you have a piece of paper at home, friends, you could also make a science journal just like we are doing and record your hypothesis as well.

So Noel and Emery, and friends at home, think about your hypothesis.

What do you think will happen during this experiment?

What do you think Noel and Emery?

- I think it will be easy to identify the objects inside of the box with our hands, but I think it'll be much harder with the glove, because the amount of data that we're getting from our hands will be really shutted down by the gloves because we won't have the sense of what the object is, kind of.

Sure, okay.

- Come to our head.

So is that what you're thinking, friends at home?

That it will take us longer when we're wearing our gloves, and it'll be a little bit quicker and easier without the gloves?

Okay, so let's write that hypothesis down.

So we think it will be quicker and easier to find items without gloves.

We think it will be quicker and easier to find items without gloves.

All right, so are you ready to put this hypothesis to the test?

- Yes.

- Yeah.

- Are you ready friends at home?

All right, so I am going to be using a timer so that we can see how many seconds it takes, and I'm going to be recording the times here on the chart.

First we'll do it, just our regular sense of touch.

And then we'll do it again with the gloves and we'll see what happens.

Okay, are you ready?

Are you ready friends at home?

- Yes.

- All right, so our first mystery item is right here.

And Noel, you are going to be looking for a candle.

Are you ready?

- Yes.

- Okay, let me get the timer, and your marks, get set, go.

- Just, the candle is stuck.

- [gasping] You got it.

Show our friends at home that candle.

All right, so that took you 7.1 seconds.

So I'm going to write the time.

So 7.1 seconds.

And I'm going to put our mystery item up here on the chart.

All right, here we go.

There's our candle.

All right, Emery, are you ready to try this?

Noel, can you just put our candle back into the box?

And then we will try the next mystery item.

Okay, Emery, are you ready?

- Yeah.

- All right.

So the next mystery item, friends at home, here we go.

Our next item, Emery, are you ready?

Our next item is a crayon.

And go.

Feeling a crayon somewhere.

- Uh-oh, this one's tricky.

And I'm gonna stop you right there.

That one was already 20 seconds.

So we're just going to stop there.

- I passed it to Noel already.

- All right, Noel, so the next one that we are going to do is, a binder clip.

Are you ready, Noel?

- Yes.

- You're looking for a binder clip.

Okay?

And go.

- I just found your object.

I'm checking the corners.

This might be a place to start checkin'.

We got it.

- Ooo, okay.

That was actually about 20 seconds also.

- That was kind of tricky, Noel.

- Okay, so that was 20 seconds.

- My turn, right?

- All right, yup, Emery's turn.

All right, so friends at home, our last item that we are looking for, our last mystery item is a spoon.

Emery, are you ready?

You are looking for a spoon.

And go.

- The spoon.

- You got it.

- Yes.

- That was 6.1 seconds.

- Yes.

- All right, let's put our spoon up there on the chart.

Yeah, you can put the spoon back in the box.

All right, okay, so now, we are going to mix things up a little bit.

And you are going to put on a glove.

So now friends at home, we are going to see what happens when you're wearing the glove.

Let's see if our hypothesis is right and it is going to be a little bit harder to find the items with a glove on.

So Noel, you are going to do the candle again.

Are you ready?

- Yes.

- And go?

[Emery murmuring] - [gasping] You did it.

Okay, so that was 12.5 seconds.

So what did you think, Noel?

Was it harder or anything with the gloves on?

- I think it was much harder.

But I think it was also harder because you wanted to fit your hand in there.

- It was a little harder to fit, too.

Okay, so now Emery, you are looking for the crayon.

Are you ready?

- Yeah.

- And get your hand ready, okay?

And go.

- It's much harder.

- Is it much harder?

- Yeah, I don't even find.

- [laughing] Oh, no.

- I can't find it.

- You can't find it?

No you can't find it?

- I think I feel it.

- Oh, you found it.

- That was kinda tricky.

- It was tricky.

And it was 20 seconds.

- Yeah.

- Okay.

All right, so actually that took you the same both times, but you eventually found it.

- Yeah, eventually found it in time.

- So, Noel, you're looking for that binder clip.

Okay?

Good luck, Noel.

And start.

- I said I felt something right then.

- That wasn't it?

- No.

What is this?

- You can't even tell what things are?

- I can't even tell what things are now.

[laughing] I don't even know what these things are.

- Oh no.

- Is this a box?

This is [voice muffling].

I just heard a noise.

[laughing] All right, you're at 20 seconds.

- I'm gonna stop.

- All right, so now we are at the spoon, Emery.

Are you ready?

You're trying to find the spoon.

And go.

You're looking for your spoon.

- I can feel [voice muffling].

- Is it harder, Emery?

- Yeah.

- Whoa, did you find it?

I found it.

I found both of 'em.

- Let's see, is it a spoon?

- Yeah.

- I think it is.

- So that was nine seconds.

- It be okay if I slide it back in?

- Yeah, you can slide it back in.

All right, so now we need to figure out the average here.

So I'm going to use my calculator, and I'm going to add up the times and then divide by four.

So we have 7.1 seconds and 20 seconds and 20 seconds and 6.1 seconds.

Okay, and then we're gonna divide it by four.

So that took on average 13.3 seconds.

And let's try with gloves.

That took on an average 15.4 seconds.

All right, so what is your conclusion?

- Our conclusion was our hypothesis was right.

It was harder to use this one than this one to identify the items.

- Okay, so our hypothesis was right.

Our conclusion is it was harder to identify the items with gloves.

All right, we were right.

All right, so friends at home, that is the end of our experiment.

We used our touch box to focus on our sense of touch to help us identify some items.

It was much harder with the gloves.

So it took a little bit more time, but Noel and Emery thought it took, it was just a lot harder to identify the items with gloves on.

So if you try this experiment at home, let your teacher know that you did an experiment working with your sense of touch, and you also did a science journal.

That is it for today, friends.

See you next time.

Bye.

- Bye.

- [Narrator] Funding for this program was provided by the JPB Foundation.

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